Using Functional Behavior Assessment to Create Behavior Intervention Plan

Introduction

Before getting into conducting a behavior assessment and intervention for Micki, it is important to understand the problem that the student has that has interfered with her studies. An understanding of the problems would come about from the results of the behavior assessment process. This would involve the immediate people who interact with the student and also the environment in which the student comes from and even learns. (Barbara 2004).

Behavior assessment

“The process begins with identifying the specific behaviors that must change” (James et al 2007). Micki has a behavior problem characterized with not paying attention in class. This can be said to have led to difficulties in basic reading tasks, reading content textbooks, problem solving in mathematics, taking notes, using organizational skills, using study skills and staying included socially. These problems can be assessed and addressed using a behavior intervention plan. (James et al 2007).

Background

“Functional behavioral assessment data are used to develop a positive behavioral intervention plan” (Dixie). This plan would first involve gathering information concerning the background of Micki in terms of family and other important related information. There would also be need to find out the likes and dislikes of Micki. This would also come from the parents who have been with the child since birth. For instance it is clear that she has had special needs problems since birth. She was diagnosed with mild cognitive delay. The rationale for functional behavior assessment would have to be clearly spelt out before getting into information collection from the people around Micki. Information concerning Micki would be collected using interviews with both parents to establish her past situation as understood by the parents. Apart from the interviews with the parents data on this particular student would be collected using direct observation of her behavior while in the classroom. This would provide first hand picture of how her behavior affects her attention in class. This would be undertaken in a number of lessons and the results would be recorded in a table for analysis and further intervention. Functional analysis of Micki’s behaviors would be carried out according to the data obtained in the observation forms. The analysis would first involve the identification of the behavior that requires intervention. (Barbara 2004).

This would then be followed by the antecedents of the behavior whereby I would seek to understand the reasons as to why Micki elicits the stated behavior.

The consequences of Micki’s behavior should be brought out clearly by the interviews conducted and the observations made in class. A number of consequences would have to be identified so as to provide solutions in the intervention phase. The interview findings would also be essential at this point because they will be used to make several conclusions about Micki’s characteristic behavior especially in class.

Hypothesis

Based on the observation of Micki’s behavoiur and information obtained from interviews, a hypothesis can be used to state a number of key issues of Micki’s behavior that interfere with his attention in class and make her to lag behind in academics. That there are some behaviors that attract her attention while teachers issue instructions in class.

Intervention plan

“An effective behavior intervention plan is used to teach or reinforce positive behaviors” (Dixie)For this plan to work for Micki , a number of things need to be provided for her. First of all there should be opportunities for her to interact with the teachers and other students to avoid the feeling of being isolated from the rest. The fact that she likes going to the school choir and games should be encouraged and praised by a positive reward scheme. When Micki shows attention, she should be given feedback by being praised by the teacher. The amount of improvements expected would be 3 incidents per week for four consecutive weeks. The schedules for review should be well document for Micki’s behavior. (Waguespack 2006).

Home coordination

This would be necessary for home assignments whereby they would be required to be marked as attempted by the student. This would occur on a daily basis.

A note will be sent home detailing the grade the student gets every week for paying attention in class and exhibiting the desirable behavior.

Replacing the behavior that interferes with attention

Interaction with the parents, peers and staff would contribute significantly towards replacement of the behavior.

This would also be achieved by looking for better alternatives to the wrong activities.

Implementation of the behavior

The people to be involved in the implementation of the behavior would be identified and they would include the parents,1 peer and I staff member.

The roles of the members

The methods of implementing the plan would be well explained to the parents. The teacher will take time and explain the procedure to the concerned student. The implementation time would be well defined to everybody who would have been identified to participate in the process. The mother’s role would be to observe Micki’s behavior and note down the observations. She will be required to implement the behavior with her by reinforcing the good habits in the behavior. The father on the other hand would participate by observation and recording. He would support the child when attention is demonstrated. The teacher would contribute his part by observing her in class and recording. He would also provide avenues for her to interact with other students in school. (Martin et al 2007).

The goals of intervention

The goals of the intervention would include reducing the behavior problem whereby Micki feels that she is lost within the larger middle school.

The intervention would also aim at supporting Micki to pay attention through various activities at home and at school. The intervention would be undertaken at a predetermined time after all those who are involved would be informed. The intervention would take place both at home and in class. (Waguespack et al 2006).

Crisis intervention plan

This would be necessary if Micki adopts an unwanted or not expected behavior it will lead to punishment and suspension or expulsion from school. For instance if she does not follow the instructions as given by the members of staff. If she demonstrates negativity towards the friends with whom she is supposed to interact with and improve her attention paying process.

If Micki does not undertake assignments both at school and at home as required in the intervention plan then she will be subjected to punishment. This would act as a motivation for her to complete her assignments and improve her attention paying habits.

Evaluations

Evaluations shall be undertaken to establish the state of Micki in terms of improvement in her attention paying habits. This shall be undertaken in every meetings of the team after every four weeks as scheduled in the plan. From the documentation graphs shall be drafted based on the available records to show the trend in her behavior.

Change of attitude and behavior towards attention paying in the school and home environment would come out clearly in the evaluation graphs and shall demonstrate the effectiveness of the intervention plan. (Roberts, 2001).

References

James, S. Thomas, M. Anne, M. (2007). Behavior Management. New Jersey Columbus, Ohio. Merrill Prentice Hall.

Overton,T. (2006).Assessing Learners with Special needs. New Jersey Columbus, Ohio. Merrill Prentice Hall.

Dixie Jordan, 2007, Functional Behavioral Assessment and Positive Interventions. Web.

Barbara.S, and Mary.K.(2004).to Behavior Assessment, Plans, and Positive Supports. Web.

Martin, G., & Pear, J. (2007). Behavior modification: What it is and how to do it (Eighth Edition). Upper Saddle River, NJ: Pearson Prentice Hall.

Conducting a Behavior Assessment Plan. 2009. Web.

Waguespack,A. Vaccaro, T. & Continere, L. (2006). Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art – IJBCT, 2.(4), pp.463-480

Roberts, M. (2001). Research in Practice: Practical Approaches to Conducting Functional Analyses that all Educators Can Use. The Behavior Analyst Today, 3 (1), pp.83-97

O’Donohue, W. & Ferguson, K.E. (2006). Evidence-Based Practice in Psychology and Behavior Analysis. The Behavior Analyst Today, 7(3) pp.335-352